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Motivational beliefs, student effort, and feedback behaviour in computer-based formative assessment
ARTICLE

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Computers & Education Volume 60, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Feedback can only be effective when students seek feedback and process it. This study examines the relations between students' motivational beliefs, effort invested in a computer-based formative assessment, and feedback behaviour. Feedback behaviour is represented by whether a student seeks feedback and the time a student spends studying the feedback. The motivational beliefs examined in this study are success expectancy and task-value beliefs. Results show that the effort invested in the formative assessment was predicted by task-value beliefs, but not by success expectancy beliefs. Furthermore, feedback seeking was predicted by success expectancy as well as task-value beliefs, while feedback study time was not. In addition, feedback seeking was predicted by student effort invested in the formative assessment.

Citation

Timmers, C.F., Braber-van den Broek, J. & van den Berg, S.M. (2013). Motivational beliefs, student effort, and feedback behaviour in computer-based formative assessment. Computers & Education, 60(1), 25-31. Elsevier Ltd. Retrieved November 12, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2012.07.007

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